Sheltered Instruction Observation Protocol (SIOP)

1. Sheltered Instruction Observation Protocol (SIOP) PSRC Leonardo Romero PSRC SIOP: Train the Trainer 2009

2. SECOND LANGUAGE ACQUISITON

3. Participants will: Distinguish between conversational language and academic language in second language acquisition theories. Identify basic concepts of second language acquisition Participants will: Identify and discuss developmental language and how it relates to conversational and academic language Objectives Content Objectives Language Objective PSRC SIOP: Train the Trainer 2009

4. Learning a new language • When learning a new language, learners use everything they have: • Their culture • Their first language • Their educational background • Their personal experiences • Their new environment PSRC SIOP: Train the Trainer 2009

5. Learning a new language • When learning a new language, you must learn: • New sounds • A new grammar • Lots of new vocabulary • Social and academic language • Strategies to mend communication breakdowns • How to say things appropriately in different social contexts to avoid cultural shocks, for instance. • Many different functions of the language (disagreeing, complaining, arguing, etc.) PSRC SIOP: Train the Trainer 2009

6. English Learners need to learn English ASAP! Shouldn’t we insist on English ONLY? PSRC SIOP: Train the Trainer 2009

7. Native language should be valued • Learning English is an additive process – L1 should not be lost in the process • Meaningful interaction in both languages strengthens language acquisition • Very young students are still developing L1 abilities at the same time they are acquiring L2 • Discussing concepts in L1 can help students gain content knowledge and affirm understanding. • Language is part of culture. Value ELLs’ language and they will feel appreciated. PSRC SIOP: Train the Trainer 2009

8. Why do some students learn English easier than others? • Concepts already learned in the native language • Acquiring new concepts, skills, sounds, meaning, structure and developing specialized content and vocabulary is double the work • Formal schooling in their first language • Be aware of students prior knowledge and plan lessons to address their needs PSRC SIOP: Train the Trainer 2009

9. Why do some students learn English easier than others? • Positive attitudes on language learning • Positive attitudes toward self, the native language group, and the target language group enhance proficiency (Brown, 2007) PSRC SIOP: Train the Trainer 2009

10. SLA Group Activity • Obtain factor card • Discuss what you know about the factor. • Describe how the factor affects instruction and planning • Place in order from most control to least control PSRC SIOP: Train the Trainer 2009

11. Second Language Acquisition Of all the factors which affect SLA, which ONE do YOU have the most control over? PSRC SIOP: Train the Trainer 2009

12. SLA Vocabulary (con’t) ESL English as a Second Language PSRC SIOP: Train the Trainer 2009

13. SLA Vocabulary (con’t) LEP Limited English Proficiency PSRC SIOP: Train the Trainer 2009

14. SLA Vocabulary ELL’s English Language Learners PSRC SIOP: Train the Trainer 2009

15. SLA Vocabulary (con’t) L1 First Language Native Language Primary Language Mother Tongue L2 Second Language Target Language PSRC SIOP: Train the Trainer 2009

16. Tell about your ELL Students… • How many ELL students are in your school/grade/class? • Where are the students from and what are their L1s? • What are their proficiency levels? • What do you like about working with them? What are the challenges? PSRC SIOP: Train the Trainer 2009

17. Social and Academic Language • CALP (Cognitive Academic Language Proficiency) • BICS (Basic Interpersonal Communication Skills) Watch your BICS and CALP! PSRC SIOP: Train the Trainer 2009

18. The Iceberg Theory BICS CALP Jim Cummings PSRC SIOP: Train the Trainer 2009

19. Stages of Language Development Continued language development + 5 – 10 years + 1 year + 1 year + 6 months 10 hours - 6 months CMS SIOP Train the Trainer 2008

20. Stages of Language Development PSRC SIOP: Train the Trainer 2009

21. Stages of Language Development • Watch the video. • What is the possible stage of language development of this ELL? • What language skill(s) does he need to improve for his job? Why? PSRC SIOP: Train the Trainer 2009

22. PSRC SIOP: Train the Trainer 2009

23. Stages of Language Development PSRC SIOP: Train the Trainer 2009

24. Use routines, models, visuals, and nonverbal cues Provide feedback focusing on meaning. Later focus on form (grammar, spelling) Focus on understanding and extending meaning of what student is trying to communicate - elaboration Use language at or just beyond the student’s level of understanding – use voice, gestures, and pictures to scaffold understanding Provide opportunities for meaningful oral and writteninteraction – not drills and worksheets How can I help students acquire English? PSRC SIOP: Train the Trainer 2009

25. Why doesn’t my new ESL student talk to me? How can I assess? Just as native speakers as young children understand more than they can say, second language learners may understand but not speak. The Silent Period • Silent period can last for several months. • Ask the student to demonstrate understanding by: • pointing • gesturing • matching • acting out • drawing a picture PSRC SIOP: Train the Trainer 2009

26. Participants will: Distinguish between conversational language and academic language in second language acquisition theories. Identify basic concepts of second language acquisition Participants will: Identify developmental language and how it relates to conversational and academic language Discuss orally one key point about each of the eight features that affect second language acquisition. Did We Meet Our Objectives? Content Objectives Language Objectives PSRC SIOP: Train the Trainer 2009

27. WARNING!! No Teacher should FAIL an ELL if that teacher has not offered instructional and testing accommodations to the student. PSRC SIOP: Train the Trainer 2009